Using ICT to Enhance Writing & Creativity
|
|
- Audrey Anastasia Dickerson
- 6 years ago
- Views:
Transcription
1 Using ICT to Enhance Writing & Creativity Karen Yager Dean of Studies, Knox Grammar School Sydney Australia 1
2 Creativity No education system can be world-class without valuing and integrating creativity in teaching and learning (Robinson Report, 1999). The steps: KNOWLEDGE & SKILLS drawing on the known to create the new FLUENCY - generating many ideas FLEXIBILITY - shifting perspective easily ORIGINALITY - conceiving something new PURPOSE a vision AUDIENCE the critics ELABORATION - building on other ideas EVALUATION - Critical reflection A creative classroom values: Questions above answers Creativity above fact regurgitation Making connections and seeing relationships Problematic knowledge: Looking at things from different view points Reflecting critically on ideas, actions and outcomes Risk taking Student direction Using ICT to Enhance Writing and Creativity Today s digital kids think of information and communications technology (ICT) as something akin to oxygen: They expect it, it s what they breathe, and it s how they live; They use ICT to meet, play, date, and learn; It s an integral part of their social life; It s how they acknowledge each other and form their personal identities (John Seely- Brown, 2004). Digital Storytelling In producing digital stories, students address concepts which are common to both print and film character, setting, genre and narrative structure drawing on their wider cultural knowledge. This generation of students is drawn to the visual. Garth Boomer stated that "Stories are the lifeblood of our nation." 2
3 One way to focus on the craft and artistry of writing, and tap into the creativity of your students is to get to create digital narratives using technology. They can add the images, voiceover, sound and even video clips. If you restrict it to 300 words and get them to focus on: powerful verbs, imagery and even include a motif such as a mirror and a concept such as duplicity, then the students refine their writing skills and 'play' with words and syntax. The students could create short stories, sonnets, prose poetry or even a short film. The digital story can be done in Power Point, Moviemaker, Word, and Publisher. The digital story can be used to present alternative endings, hybrid genres, and faction. This can be achieved through hyper linking. In a factual piece, the students could include links to facts, statistics, images, documents, etc. The Time-line digital story is an exciting way to represent the interplay of history and memory or combine fact and fiction for the life of a scientist. Students could construct a timeline and include hyperlinks to personal diary or journal entries or eyewitness accounts. They will find voice, confidence, and structure in their writing. Digital Story Planning for Students Story grammar is the "ability to encapsulate, contextualize, and emotionalize information, understanding and experiences for yourself and others - becoming vastly important in the Conceptual-Information Age Daniel Pink. Step One: Brainstorming Brainstorm ideas for a piece of writing: narrative, poem, non-fiction, factual report, etc. Teacher to provide task and marking guidelines and some models if possible. Create a folder for the digital story. 3
4 Step Two: The Writing Compose a 300-word or less piece of writing paying close attention to: a. The demands of the task: outcomes to be assessed and rubric b. The audience and purpose c. Required form and its conventions d. The syntax: varying sentence structure such as: simple, complex, compound and truncated sentences You don t fight dragons with languid sentences! Gary Disher e. The word choice: focus on the verbs; they are the powerhouse of your writing! f. Imagery: appeal to the senses; figurative devices. g. The voice: person (Ist, 2 nd or 3 rd ); word choice h. The punctuation i. The spelling Step Three: Planning Plan what images you will need to reflect and represent the writing. Use the storyboard sheets for planning. (See storyboard) Step Four: Images and Footage Carefully select and download images about 10. They need to check the resolution: should be higher than 300 dpi. You could use a digital camera to take original photographs. If video or film footage is to be incorporated in a digital story, use a video camera or mobile phone to shoot original footage. There is no need to edit the footage as this can be done in Moviemaker. Film footage can be downloaded from YouTube at home or Australian Screen at school and added to the digital story. The YouTube video clip has to be converted to a WMV file. 4
5 Step Five: Voice and Sound Record your reading of the piece of writing. Use other students if you are incorporating different voices. Use a microphone or an MP3 player and download the recording. The way that you use tone in your voice can impact on the story. The tone of the storyteller s voice provides the drama and sets the mood. If you want to include theme music or sound effects download these at home. If you want to mix the voiceover and the music, you could use Audacity or Garage Band (Mac) to do so. (Free download) Step Six: Importing Import images and sound files into Moviemaker or Photostory Place images in first to match the writing Drag the voiceover in and the music and match it up to the images. Step Seven: Editing Edit the timing. Get them to ensure that the images and the timing match the sound track. Add any transitions or effects to the images. Re-check spelling and sentence structure! Step Eight: Saving Project In Moviemaker Save only to begin with and then Save as movie when you are happy with what you have created. Show your digital story to others! Step Nine: Share your Project 5
6 Suggestions Every community has a memory of itself. Not a history, nor an archive, nor an authoritative record... A living memory, an awareness of a collective identity woven of a thousand stories. The digital story can be used to present alternative endings, hybrid genres, memoirs and factual reports. Create a digital narrative or non-fiction text such as a report or evaluation using a range of sources or texts, such as: an interview, a newspaper report, an sms message, a journal entry, etc. Capture the memories of community members such as the local fireman, policeman or politician or an elder. Scan their photographs in and create a rich record of their story! Powerpoint can be used to hyper link to facts, statistics, images, documents, etc. An imaginative narrative in Movie maker or Photostory can include factual commentary, graphs, etc. The Time-line digital story is an exciting way to represent the interplay of history and memory. Students could construct a timeline and include hyperlinks to personal diary or journal entries or eyewitness accounts. See Our Story: Save stories, photos and videos on a collaborative timeline. Digital Story Resources Photo Story 3 can be downloaded from: lt.mspx Media Player 7 or above is needed to view digital narratives made with Photo Story 3. Media Player 10 or 11 can be downloaded from: a. an interesting site where students can view interesting digital stories and learn how to create them. b. Digitales, - more digital stories! c. Digitales, (Sydney multicultural stories) d. Centre for Digital Stories, e. Digital Drive-in, - some interesting digital stories f. Changing Lives, - digital stories by seven young Iraqi women living in Western Sydney g. ACMI Digital Stories, h. Photobus, i. Youth Central, j. Digital stories, k. Creative Commons, - access to copyright free music, images and videos 6
7 l. Resources for Creating Digital Stories, EDNA, m. Knowledge Bank, - tutorial and examples n. Story Centre, - examples o. The Process - p. Stories, q. Animation station, r. Background City, s. Flickr, t. History made everyday, - free video clips u. Stories of Service, war veterans in America share their digital stories v. Memory Miner, - software that enables you to make links in your digital stories w. Celtx: - Free software for scriptwriting and storyboarding. Movie Maker 2 Tips 1. Save all files: images, video clips, audio clips, text etc into the one file. 2. When you are working on the movie Save as Project ensure that all downloads are saved with the movie project. 3. When you are happy with the movie project Save as a Movie File (2003) or Publish Movie (2007). 4. It is best to use a microphone when you want to narrate a movie project. 5. Moviemaker 2 can import most sound formats, including MP3 songs. If you already own a CD with a song you like, you can always import that song onto your computer using Windows Media Player. 6. By default, when you place a picture on the timeline it will stay on the screen for 5 seconds before moving to the next picture. When you start add transitions (which take time, themselves) this time drops down to around 3 seconds. This may not be enough time for you, especially if you are trying to narrate your slideshow, so you may need to change the timing of each of your photos. Use Tools and then Options to vary transition speed of images in the storyboard. You can also drag the images to increase the time they stay on the screen. When you are creating a slow-motion film increase the transition speed. 7. Go to for tutorials. 7
8 Slow-motion Slow-motion is a simple and easy way for students to write and create short films. The careful staging of each shot invites the student to consider framing, lighting and mise-enscene. Use a digital camera to take a series of staged shots. Clay or plastic figures could be placed gradually in different poses and subtle changes made to the background as each shot is taken. The shots are then downloaded into a program such as Moviemaker 2 and edited at a faster speed. Sound and text can be added. Animoto An online short film making tool: Imaginative Engagement Video clips from Youtube or films: the trailers of films or a short clip from Australian Screen or Film Australia: can be used to stimulate writing - Australian Screen: film clips: and Screen Asia Asian films, Images from Google certainly provoke thought and stimulate ideas. Paintings by Munch and Van Gogh are good story starters. Quotes from novels, poems and films can be used to start a story. Celestia: students explore the universe in three dimensions - travel throughout the solar system to any of over 100,000 stars to be inspired to create science fiction stories or use the stills and clips to create their own short film or digital story. Tales of London: a2ad: An interesting way to introduce students to the context of early 20 th century England: Quizzes, what it was like to be a London child, etc. Dust Echoes: - lyrical animations of Aboriginal myths to inspire students to compose their own original myths. Inanimate Alice: - tells the story of Alice, a young girl growing up in the first half of the 21st century in China, and her imaginary digital friend, Brad. Fabulous inspiration for a multimedia narrative. Students could download or create postcards and use each slide in Power Point to write about their adventure. State Library of Victoria: Mirror of the World: Books and Ideas: - amazing images and extracts from texts to inspire writing. The Hero s Journey: - planning for a hero s journey narrative and the elements of the hero s journey. 8
9 Characterisation Build your wild self (primary): - create a half-human half animal character and download them so that they can become the main character in a narrative or blog story. Voki: - create an avatar for a blog story or students can play with the crafting of a character. They can add setting, clothing and even record their character s voice. Effective Writing Resources Children s Creative Story Writing: Short Story Writing Tips: Tips for Writing a Short Story: Writing Tips for Young People: Kate Grenville. (1990). The Writing Book. Allen and Unwin John Marsden. (1993). Everything I Know About Writing, Reed Books Australia 50 tools for a web-based story: Box of Tricks: and Cool Tools for Schools, Links to a range of sites for planning, researching and composing writing. Grammar Skills: Grammar Monster: Visuword: - a beautiful online thesaurus to find more effective synonyms. Persuasive Writing and Rhetoric Persuasion 101: An introduction to the art of rhetoric. Essay Map: Rhetoric: American Rhetoric: and podcasts of speeches such as Martin Luther King. Writing Poetry Poetica: Poetry Podcasts from the ABC: Student can be inspired by the poetry that is read! Instant poetry: Students can create poetry at this site. Wordle: : Create a word cloud poem or use Wordle to revise poetic devices. Sonnet Central: - access to hundreds of sonnets and recordings too inspire writing. 9
10 Shakespeare: Writing and Creativity Virtual Macbeth: Foul whisperings, strange matters - a Second Life treatment of Macbeth fabulous for provoking students into creating their own wiki or blog for one of Shakespeare s plays or characters. Illustrated Shakespeare: - The paintings could be used to trigger imaginative texts about the characters in the plays. Investigate Shakespeare: Non-fiction My Hero: - students can read about people s heroes and add their own to this site. Critical Reflection Using word processing for pupils to present their work even though the greatest potential is for pupils to compose, draft, revise and organise their thinking and writing (Mumtaz and Hammond, 2002). When students compose texts using word processing they should be encouraged to critically evaluate and reflect on what they have written. This can be done effectively through: insert comment or track changes or as a scaffolded critical response. Blogs or wikis invite honest reflection and critical dialogues with other students. Peer marking could be done this way. Film and Play Scripts Storyboards, film scripts, etc easy to use software that has outstanding models and scaffolds for students from year 7 through to Extension 2. Textual Intervention Students can use insert comment or track changes to transform an original text such as a poem or a short story. They could use it to interrogate factual information or prepare notes for a report. Audio Tales: Recordings MP3, Pod Casts, Mobile Phones 10
11 Students can employ different voices and/or sound effects to add flavour and colour to a story or represent different perspectives. An original poem is so much more dramatic when it is recorded! An MP3 or a mobile phone can be used as recorder of the student s observations of life and people. Good writing is often inspired by experience and is enhanced when students are encouraged to record their observations on a regular basis. These observations can then be downloaded and form the basis of a story or series of stories. Audacity or Garage Band (Mac) a free download - can be used to record a student story. Visit the tutorial at: audacity-tutorial.htm. Google Earth Students can use Google earth to create an interesting narrative. They find the setting for their story and then use Google earth to zoom into the location, add a marker, and write the story on different markers as the character moves to other locations. Use an IWB so that students can write comments and observations over a view in Google earth. Use screen shot to capture an image! Students could create information reports or persuasive texts for tourists using the markers. Students can download current and historical images, along with obtaining street level views in some suburban and urban areas. These images and videos can be embedded in PowerPoint or word processing documents for presentations. Students could create an environmental story or factual piece of writing. Google Lit Trip A Lit Trip is having the ability to find locations on Google Earth, being able to mark those locations with place marks and being able to draw paths representing the characters movements from one location to the next. Install Google Earth on your Computer - Google Earth is free and can be downloaded at: Watch the 12 short videos found here: Additional short videos can be found here: In the Downloads etc. area is a section called Lit Trip Tips. In this area are several 1-2 page step-guides focused on specific Google Earth skills useful for building Google Lit Trips. Practise with a single chapter from a favourite novel or with a short story. If the story line does not move around a bit, there is little potential value in creating a Lit TRIP. 11
12 12 In the Lit Trips Tips section of the Google Lit Trip website, the following stepguides are useful: - Finding Hard Location on Google Earth - Making the Most Out of Place Marker Icons - Formatting Place Marker Descriptions - Capturing the Best Location View Other good resources for creating Place Marks include the following video clips available on the Internet: The basic technical aspects of including images in a Google Lit Trip place mark pop-up window are explained in the Formatting Place Marker Descriptions step guide found in the Lit Trip Tips section of the GoogleLitTrips.comwebsite. It is important to begin organising place marks early on using Google Earth s folder creation resources. Use the ADD menu in Google Earth to add a new FOLDER. A window will appear. Since this is the main folder within which all of your place marks will be located, give it a brief name that identifies the title of the book you re working with. However, try to avoid baffling abbreviations. Within the Main folder, you can create any sort of internal folder system. For example, you might create an internal folder for each chapter or an internal chapter for each location the characters move to. Creating the Path: It is the path marking the itinerary that gives A Google Lit Trip a beginning, middle and end. It indicates the chronology of the travel and visually indicates where the characters are at a given point in the story as well as a clear indication of where they have been and where they are going next. There is a simple step-guide called Adding Route Paths to a Lit Trip in the Lit Trips Tips. Saving Google Lit Trips: When ready to save, like all applications, there is a Save command under the Edit menu. However, Google Earth offers four Save options rather than the typical Save and Save As... options. Once you have developed all of the elements for a Google Lit Trip (place marks, paths, overlays etc, and organised them into folders, it is Google Earth provides four different SAVE options under the File menu. Varying the Structure and Form of a Narrative 1. Flashback: Start at the end and show what has led to this moment. 2. Multiple Perspectives: A story told through two or more characters. 3. Multiple Narratives: Different stories connected by a theme or a motif, such as: survival. 4. Pastiche: Include a range of text forms such as: a narrative, newspaper clippings, a text message or MySpace posting. 5. Circular Structure: A story starts at a specific moment in a story, and then flashes back to explain the lead up to this moment, and then finally returns to the original specific moment. Creativity through Inquiry and Investigation Project-based learning Students are engaged in learning essential knowledge and life-enhancing skills through an extended inquiry process structured around complex, authentic questions and carefully
13 designed products and tasks. Students investigate a problem and apply it to a real-life situation using technology. They pose challenging questions or problems. The students engage in design, problem solving, decision making, and investigative activities. It allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations. Features 13 A well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline. Emphasises learning activities that are long-term (3 weeks or more), interdisciplinary and student-centered. Allows in-depth investigation fostering deep knowledge and understanding. Students collaborate, working together to make sense of what is going on and taking responsibility for their own learning. The student s role is to ask questions, build knowledge, and determine a realworld solution to the issue/question presented. May include jigsaw learning. Learners working in groups are given a specific piece of a problem to work on. They become experts in that part of the problem. Other groups are working on other parts of the puzzle and becoming experts themselves. Finally groups collaborate to provide a 'total view and solution'. The teacher must regulate student success with intermittent, transitional goals to ensure student projects remain focused and students have a deep understanding of the concepts being investigated. It is important for teachers not to provide the students with any answers because it defeats the learning and investigating process. An atmosphere of shared responsibility with the teacher as facilitator is essential. A probing open-ended question or issue that is rich, real and relevant to the students lives is the first step. Students have to find answers to questions and combine those using critically thinking skills to come up with answers. Real world use of technology - students is expected to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesise and present their learning. Student voice must be heard! Multi-disciplinary Outcomes-based, with an artifact, presentation, or action as a result of the inquiry. Constructive feedback by teacher and peers. Questions Steps 1. Significance: Why is it important? 2. Perspective: What is the point of view? 3. Evidence: How do you know? 4. Connection: How does it apply? 5. Supposition: What if it were different? 1. Define: Projects start with sound instructional goals, a specific timeline, an audience identified and the formulation of an engaging question or problem
14 14 2. Plan: project broken down into meaningful chunks and stages. 3. Do: Investigate, test, design and produce. More questions are introduced to guide the investigation. Students reexamine the problem (collectively) in light of what they have discovered during their research. During this discussion, students supply information for the following categories: a. Data: students write down what they already know about the problem b. Ideas: students list possible solutions to the problem c. Learning Issues: students examine what deficiencies they have in their learning (what do they know? what do they still need to find out?) 4. Action: students make suggestions as to how they might proceed. 5. Review: The project ends with evaluation, reflection and supposition. 6. Abstraction: Students regroup to place the problem within the context of similar problems that they have encountered in the course of their study. Students attempt to link the problem with similar ones, attempting to find similarities, differences, and ways that knowledge of the old problem might help to solve the new one. Advantages Encourages students to become independent workers, creative and critical thinkers, and lifelong learners. Facilitates social responsibility. Students participate in activities that force them to learn relevant concepts and ideas in a meaningful manner. It is cumulative - all new skills, information, and concepts build upon the foundation of what the student already knows. It is goal-oriented - students are generally more successful when they are cognizant of the goal towards which they are working. It is diagnostic - students further the learning process by engaging in frequent self-evaluation and self-monitoring; such practices aid the students' comprehension and help to ensure that they are continue actively to pursue their goals. It is reflective. An Example: Researching Shakespeare Reading Shakespeare requires the imagination and daring capacity to entertain ambiguity and the paradoxes of human life and history to imagine the complex lives of powerfully historicized human beings Metzger. Instead of the mundane research Shakespeare s life approach, students could be actively involved in a creative project-based research activity or a shorter inquiry-based research. Concept: Resonance Question: Why do people continue to reject Shakespeare s plays? The tools: Online survey: Zoomerang - Vox pops Blog or Wiki
15 Links Internet The Product: Wiki, Ning, Moodle, short film, digital report - a highly successful PBL program Google Docs, nui=1&continue=http%3a%2f%2fdocs.google.com%2f&followup=http%3a% 2F%2Fdocs.google.com%2F<mpl=homepage&rm=false share ideas and documents Creative Techniques, Creative thinking, Inquiry Activities, Inquiry-based learning, Introduction to Creative Thinking, Problem based learning resources, Scenario based learning, Socratic Questioning, Using the Internet to promote Inquiry based learning, 15
MYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationCambridge NATIONALS. Creative imedia Level 1/2. UNIT R081 - Pre-Production Skills DELIVERY GUIDE
Cambridge NATIONALS Creative imedia Level 1/2 UNIT R081 - Pre-Production Skills VERSION 1 APRIL 2013 INDEX Introduction Page 3 Unit R081 - Pre-Production Skills Page 4 Learning Outcome 1 - Understand the
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationENGLISH. Progression Chart YEAR 8
YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationBeginning to Flip/Enhance Your Classroom with Screencasting. Check out screencasting tools from (21 Things project)
Beginning to Flip/Enhance Your Classroom with Screencasting Check out screencasting tools from http://21things4teachers.net (21 Things project) This session Flipping out A beginning exploration of flipping
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationExperience: Virtual Travel Digital Path
Experience: Virtual Travel Digital Path Introduction Content Organization This guide explores the digital content on myworldgeography.com and look at how it allows students to connect, experience, and
More informationK 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11
Iron Mountain Public Schools Standards (modified METS) - K-8 Checklist by Grade Levels Grades K through 2 Technology Standards and Expectations (by the end of Grade 2) 1. Basic Operations and Concepts.
More informationTHE RO L E O F IMAGES IN
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activityapply THE RO L E O F IMAGES IN STO RYTEL L ING How are images
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationDay 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved.
Day 1 Note Catcher Use this page to capture anything you d like to remember. May 2013 2013 Public Consulting Group. All rights reserved. 3 Three Scenarios: Processes for Conducting Research Scenario 1
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationIntroduction to Moodle
Center for Excellence in Teaching and Learning Mr. Philip Daoud Introduction to Moodle Beginner s guide Center for Excellence in Teaching and Learning / Teaching Resource This manual is part of a serious
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationNight by Elie Wiesel. Standards Link:
Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More informationcorrelated to the Nebraska Reading/Writing Standards Grades 9-12
correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the
More information5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationIBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme
IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language
More informationText Type Purpose Structure Language Features Article
Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationWEBSITES TO ENHANCE LEARNING
WEBSITES TO ENHANCE LEARNING FOR EDUCATORS http://school.discoveryeducation.com/schrockguide/index.html Discovery School http://dpi.wi.gov/index.html WI DPI http://edhelper.com/ Ed Helper http://www.ecb.org/
More informationFisk Street Primary School
Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies
More informationTechnology in the Classroom
Technology in the Classroom Enhancing your toolkit for teaching and learning Kirsten Haugen (haugen@4j.lane.edu) Differentiated Instruction Everyone does their best. Everyone gets what they need. Dr. Ross
More informationDIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE. Junior Year. Summer (Bridge Quarter) Fall Winter Spring GAME Credits.
DIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE Sample 2-Year Academic Plan DRAFT Junior Year Summer (Bridge Quarter) Fall Winter Spring MMDP/GAME 124 GAME 310 GAME 318 GAME 330 Introduction to Maya
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationLITPLAN TEACHER PACK for The Indian in the Cupboard
TEACHER S PET PUBLICATIONS LITPLAN TEACHER PACK for The Indian in the Cupboard based on the book by Lynne Reid Banks Written by Debra Lemieux 2008 Teacher s Pet Publications All Rights Reserved ISBN 978-1-60249-090-1
More informationDigital Path. Here is a look at the organization and features of the program. After logging in, click Pearson Content on the Programs channel.
Digital Path Introduction Content Organization This guide explores the digital content on myworldhistory.com and look at how it supports students to connect, experience, and understand their world. All
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationSTEP 1: DESIRED RESULTS
GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,
More informationCommon Core Curriculum- Draft
Arkansas English Language Arts Curriculum s Grade 11 Strand: Oral and Visual Communication Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present
More informationA faculty approach -learning tools. Audio Tools Tutorial and Presentation software Video Tools Authoring tools
A faculty approach -learning tools Audio Tools Tutorial and Presentation software Video Tools Authoring tools Quizz tools Powerpoint 2 Flash Content tools Web 2.0 tools RUFO Project Work visit at Paris
More informationBENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016
BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title
More informationPennsylvania Common Core Standards English Language Arts Grade 11
A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More information2006 Mississippi Language Arts Framework-Revised Grade 12
A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature
More informationA BOOK IN A SLIDESHOW. The Dragonfly Effect JENNIFER AAKER & ANDY SMITH
A BOOK IN A SLIDESHOW The Dragonfly Effect JENNIFER AAKER & ANDY SMITH THE DRAGONFLY MODEL FOCUS GRAB ATTENTION TAKE ACTION ENGAGE A Book In A Slideshow JENNIFER AAKER & ANDY SMITH WING 1: FOCUS IDENTIFY
More informationDickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks
3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationEpping Elementary School Plan for Writing Instruction Fourth Grade
Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,
More information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More information4 th Grade Reading Language Arts Pacing Guide
TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply
More informationUnpacking a Standard: Making Dinner with Student Differences in Mind
Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationPrimary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
More informationRenae Townsend G21 PBL Project
Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationTextbook Chapter Analysis this is an ungraded assignment, however a reflection of the task is part of your journal
RDLG 579 CONTENT LITERACY BANGKOK, THAILAND 2012 Course Texts: We will be using a variety of texts that will be provided to you via PDF on our class wiki. There is no need to print these PDFs to bring
More informationGifted/Challenge Program Descriptions Summer 2016
Gifted/Challenge Program Descriptions Summer 2016 (Please note: Select courses that have your child s current grade for the 2015/2016 school year, please do NOT select courses for any other grade level.)
More informationGeorgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved
May 3, 2012 * Page 1 GRADE 8 ELA CCGPS UNIT PLAN: 2nd 9 WEEKS 2. We have read a poem by Georgia author Alice Walker and her short story Everyday Use. Using words and phrases from the texts show how Walker
More informationENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationResource Package. Community Action Day
Community Action Day Resource Package This Resource Pack is a guide for you and your community to plan and coordinate your event for Community Action Day. It offers step-by-step instructions for creating
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationCopyright Corwin 2014
When Jane was a high school student, her history class took a field trip to a historical Western town located about 50 miles from her school. At the local museum, she and her classmates followed a docent
More informationUnit purpose and aim. Level: 3 Sub-level: Unit 315 Credit value: 6 Guided learning hours: 50
Unit Title: Game design concepts Level: 3 Sub-level: Unit 315 Credit value: 6 Guided learning hours: 50 Unit purpose and aim This unit helps learners to familiarise themselves with the more advanced aspects
More informationDigital Storytelling:Great Depression
Digital Storytelling:Great Depression Donna Bradley Stage 1 Desired Results Georgia Performance Standards: SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions
More informationKENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE
GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener
More informationCREATE YOUR OWN INFOMERCIAL
CREATE YOUR OWN INFOMERCIAL LES TEACHER GUIDE Secondary Cycle 2 Document realised by: BAILLARGEON, Sophie CARON, Claudia CLOUTIER, Maude DANNEAU, Vicky KING, Adèle WINTER 2013 CREATE YOUR OWN INFOMERCIAL---
More informationAuthentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs.
Authentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs. Learning Intention What is the purpose of this learning session? Teaching and learning
More informationLesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations.
Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. The Lighthouse- 1 To understand the features of a report To create an orientation and suitable heading Opening Using a selection of
More informationMater Dei Institute of Education A College of Dublin City University
MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme
More informationCIT Annual Update for
CIT Annual Update for 2007-08 In 2007-08, the Center for Instructional Technology expanded its outreach to faculty and departments, supported faculty innovation with mobile and web-based instructional
More informationNew York State P-12 Common Core Learning Standards For English Language Arts & Literacy
A Correlation of To the New York State P-12 Common Core Learning Standards For Introduction This document demonstrates how English Language Arts meets the objectives of the New York State P-12. Correlation
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationCOVER SHEET. This is the author version of article published as:
COVER SHEET This is the author version of article published as: Sivapalan, Siva and Cregan, Peter (2005) Value of online resources for learning by distance education. CAL-laborate 14:pp. 23-27. Copyright
More informationMulti-genre Writing Assignment
Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.
More informationThe Multi-genre Research Project
The Multi-genre Research Project [Multi-genre papers] recognize that there are many ways to see the world, many ways to show others what we see. ~Tom Romano, teacher, author, and founder of the multi-genre
More informationLEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING
LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING NARRATOR: Welcome to the Universal Design for Learning series, a rich media professional development resource supporting expert teaching and learning
More informationGTPS Curriculum English Language Arts-Grade 7
Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text
More informationMethods: Teaching Language Arts P-8 W EDU &.02. Dr. Jan LaBonty Ed. 309 Office hours: M 1:00-2:00 W 3:00-4:
Methods: Teaching Language Arts P-8 W EDU 397.01 &.02 Dr. Jan LaBonty Ed. 309 Office hours: M 1:00-2:00 W 3:00-4:00 243-5161 jan.labonty@mso.umt.edu Course Purpose: The language arts are not subjects within
More informationInformational Writing Graphic Organizer For Kids
Informational Writing For Kids Free PDF ebook Download: Informational Writing For Kids Download or Read Online ebook informational writing graphic organizer for kids in PDF Format From The Best User Guide
More informationELA/Literacy Shifts Flip
Common Core Standards ELA/Literacy Shifts Flip Curriculum and Instruction 202A N. Hwy 85 Niceville, Florida 32578 (850) 833-4208 Shift 1: Balancing Informational & Literary Text Students read a true balance
More informationLecturing in the Preclinical Curriculum A GUIDE FOR FACULTY LECTURERS
Lecturing in the Preclinical Curriculum A GUIDE FOR FACULTY LECTURERS Some people talk in their sleep. Lecturers talk while other people sleep. Albert Camus My lecture was a complete success, but the audience
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationLife Imitates Lit: A Road Trip to Cultural Understanding. Dr. Patricia Hamilton, Department of English
Life Imitates Lit: A Road Trip to Cultural Understanding Dr. Patricia Hamilton, Department of English Proposal for the 2012 Newell Innovative Teaching Award Hamilton 2 Life Imitates Lit: A Road Trip to
More informationOnline ICT Training Courseware
Computing Guide THE LIBRARY www.salford.ac.uk/library Online ICT Training Courseware What materials are covered? Office 2003 to 2007 Quick Conversion Course Microsoft 2010, 2007 and 2003 for Word, PowerPoint,
More informationEnglish 2, Grade 10 Regular, Honors Curriculum Map
The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support
More informationJOURNALISM 250 Visual Communication Spring 2014
JOURNALISM 250 Visual Communication Spring 2014 8:00-9:40am Friday MZ361 Professor David Blumenkrantz Office hours T12-2 & F10-12 MZ326 david.blumenkrantz@csun.edu COURSE DESCRIPTION Visual Communication
More informationDublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12
Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS Length of Course: Elective/Required: School: Term Required High Schools Student Eligibility: Grades 9-12 Credit
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More informationINSTRUCTOR USER MANUAL/HELP SECTION
Criterion INSTRUCTOR USER MANUAL/HELP SECTION ngcriterion Criterion Online Writing Evaluation June 2013 Chrystal Anderson REVISED SEPTEMBER 2014 ANNA LITZ Criterion User Manual TABLE OF CONTENTS 1.0 INTRODUCTION...3
More information